Growth Mindset Cultivation and Sustainable Education Practices as Predictors of Innovative Teaching Strategies of Home Economics Teachers

Abstract

This study aimed to determine if growth mindset cultivation and sustainable education practices significantly predict innovative teaching strategies among teachers in public secondary institutions in the rural Caraga North District, Division of Davao Oriental. A descriptive-correlational research design was employed, involving a sample of 135 teachers from public secondary schools in the district. Standardized questionnaires were administered through face-to-face surveys. The mean, standard deviation, Pearson product-moment correlation, and simple and multiple linear regression analyses were utilized to analyze the collected data. The findings revealed that growth mindset cultivation, sustainable education practices, and innovative teaching strategies were all at very extensive levels. Correlation analysis showed a significant relationship between the variables (r = 0.60, p = 0.000), while regression analysis confirmed that growth mindset cultivation and sustainable education practices significantly predicted innovative teaching strategies (r = 0.679, p = 0.000). It is recommended that school administrators continue to enhance growth mindset cultivation and sustainable education practices by offering professional development programs that focus on fostering resilience, adaptability, and sustainability in teaching. Encouraging teachers to engage in reflective practices, collaborative learning, and innovative pedagogical approaches can further promote dynamic teaching strategies.